Resiliencia, género y trayectorias académicas: factores que influyen en la persistencia de mujeres en carreras universitarias STEM
DOI:
https://doi.org/10.56124/sapientiae.v9i20.007Palabras clave:
Persistencia académica subjetiva, Autoeficacia, Resiliencia académica, Género y educación superior, Clima de género y mujeres en STEMResumen
La subrepresentación femenina en las disciplinas científicas y técnicas vinculadas al desarrollo tecnológico, innovación e investigación aplicada (STEM), continúa siendo un desafío asociado a factores individuales, institucionales y socioculturales que influyen en las trayectorias académicas. Analizar estos elementos permite comprender la persistencia académica subjetiva, entendida en términos de compromiso, motivación y expectativas de graduación. Este estudio analizó los factores que inciden en la permanencia de mujeres ecuatorianas en programas STEM, a partir de la teoría sociocognitiva de la carrera y la teoría de la autoeficacia. Se aplicó una encuesta a 150 estudiantes y se construyeron índices de origen social, autoeficacia STEM, clima de género, apoyo académico y persistencia, con adecuada validación psicométrica. Mediante análisis de conglomerados se identificaron dos perfiles: estudiantes vulnerables y estudiantes favorables con alta persistencia. Las pruebas de contraste evidenciaron diferencias significativas entre ambos grupos en todos los índices. Los modelos de regresión robusta y logística indicaron que la autoeficacia STEM es el predictor más consistente de la persistencia, mientras que un clima de género desfavorable actúa en sentido inhibidor. Los resultados dejan ver que la permanencia se vincula con procesos de resiliencia académica frente a entornos adversos y ofrecen fundamentos analíticos para orientar políticas y estrategias dirigidas a reducir brechas de género y fortalecer el desarrollo académico y profesional.
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